OBJECTIVE STRUCTURED LONG EXAMINATION RECORD (OSLER): EVALUATION TOOL FOR POSTGRADUATE STUDENTS IN PEDIATRICS

The long case examination as clinical assessment systems is used in both undergraduate and postgraduate medical education in many parts of the world. It is a traditional clinical examination that assesses candidate competence at the ‘shows how’ level in Miller’s pyramid. The OSLER, a 10-item analytical record of the traditional long case, with an examiner observed history-taking and physical examination process, and a criterion-referenced marking scheme to improve the reliability of the long case.

The Aim of the Study: Was to evaluate the clinical competency by OSLER tool in pediatric postgraduate students.

Materials and Methods: It was a prospective study, conducted in the department of Pediatrics, JNMC, Sawangi (Meghe), Wardha over the duration of 6 months from August 2013 to January 2014.

Results: There were total 20 pediatrics postgraduate students participated in the study. OSLER score (presentation, physical examination, Investigation, appropriate management and clinical acumen) among the pediatric postgraduate student (n=20) after first and second encounter were statistically significant (p<0.0000). After first encounter and second encounter of examination shows statistically significant difference in OSLER score among the first year postgraduate students, second year postgraduate students and third year postgraduate students.

Conclusion: OSLER is a valid, reliable and objective method of assessment of clinical competence. Also it is a powerful tool for detecting defects in clinical skills and communication skill in pediatric residents.